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NORWAY Implementation of the Elements of the Bologna Process

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NORWAY Implementation of the Elements of the Bologna Process NORWAY Implementation of the elements of the Bologna Process In March 2001 a White Paper containing the principles of the so-called “Quality Reform”, was presented to the Norwegian Parliament, the Storting. Through the Quality Reform, the follow up of the Bologna Declaration has taken place in higher education in Norway. Two legal bills and five White Papers were presented to the Storting, and through the ratification of these, the necessary legal changes have been made in order to fully implement the Bologna Declaration in Norway. With the Quality Reform, the Norwegian government has implemented most of the elements from the Bologna Declaration. The Bologna Declaration I. Adoption of a system of easily readable and comparable degrees The introduction of a new degree structure with the degrees bachelor and master facilitates transition from Norwegian higher education institutions to other European institutions as the degrees to a much greater extent will be comparable (cf. number 2 below). Norway ratified the Lisbon Convention in April 1999 and The Diploma Supplement, which helps facilitate cross-border credit transfer between institutions, has been introduced in Norway as of 2002. Norwegian Higher Education institutions are obliged to issue Diploma Supplement to every graduate upon his/her request. II. Adoption of a system essentially based on two main cycles A new degree structure is being introduced in Norway, replacing most of the existing degrees. The new structure is based on the system agreed upon in the Bologna Declaration, consisting of two main cycles, undergraduate and graduate. The new structure consists of a lower degree awarded after three years of study (bachelor) and a higher degree awarded after a further two years of study (master). Thus the main cycle of the Norwegian degree structure will be 3 years + 2 years. In addition the doctorates will be awarded the degree ph.d. (philosophiae doctor) after a further three years of study. The bachelor’s degree is a three-year degree consisting of 180 credits. Most of the higher education institutions will have set Bachelor programmes into which students are accepted, but there will also be more general Bachelor degrees where various subjects are put together in order to form a Bachelor degree. The general rule in the Norwegian degree structure is that the Master degree is a two-year degree, encompassing 120 credits. There are, however, certain exceptions to the rule, as some Master degrees are one and a half year degrees carrying 90 credits, but for these degree at least two years of relevant work experience is required. In a few exceptional cases some institutions have been allowed to continue awarding one year Master degrees, but strict rules apply in relation to the subject area of the degree, language of teaching etc. In a few subject areas, students will enrol for a five year integrated degree course (Master), e.g. odontology, technology and pharmaceutics. A limited number of study programmes are exempted from the new bachelor +master/ 3+2-model. The Storting has decided that some of the degrees from the former degree structure shall persist and retain their former names starting with the Latin phrase 1 “candidata”/”candidatus”. This includes the degrees and titles in medicine, theology, psychology and veterinary science. While most institutions have already incorporated the new degree structure from the academic year 2002/2003, all institutions are obliged by law to incorporate the new structure by the start of the academic year 2003/2004. For a number of years, both the old and the new degree structure will exist side by side, in order to ensure a smooth transition for the students already in the system. III. Establishment of a system of credits The former system of credits consisting of 20 credits per year has been replaced by a system of credits in which a full academic year equals 60 credits. In addition, a new, standardised grading system has been introduced, with a descending scale from A to E representing passes and F representing fail. The new system of credits and the new grading scale are both equivalent to those of the European Credit Transfer System. As a means of facilitating and encouraging student mobility between higher education institutions in the country, degrees can be conferred on the basis of studies from a combination of higher education institutions. The higher education institutions are legally obliged to reciprocally recognise each other's study programmes on a time for time basis, provided there is no overlap in the content of the studies concerned. IV. Promotion of mobility The aims of the Quality Reform of Norwegian higher education and the aims of the Bologna Declaration and the Lisbon Process when it comes to mobility of students and teachers are identical and therefore reinforce each other. As a result, Norwegian higher education institutions are working on their international strategies as well as reviewing and renewing their co-operation agreements with partner institutions abroad. Norwegian higher education institutions are strongly encouraged to participate in European and other international education and research programmes. The Norwegian government has decided that each student is entitled to a period of study abroad as an integrated part of his/her Norwegian degree programme. It is the responsibility of the Norwegian higher education institutions to arrange for these stays abroad. Norwegian higher education institutions are encouraged to increase the number of academic courses offered in English at their institutions in order to attract more foreign students to Norway. One of the most important steps taken, however, is that student mobility has become one of the criteria for the national financing of higher education institution through the new financial system. The new funding formula for higher education institutions incorporates measures designed to promote internationalisation in Norwegian higher education. The institutions receive NOK 5000 (approx. Euro 700) per incoming and outgoing exchange student. The aim is increased and more balanced student mobility and exchange. 2 For Norwegian students and teachers going abroad, language is sometimes considered an obstacle, especially in relation to non-English speaking countries. In order to encourage stays in non-English speaking countries, The National Educational Loan Fund awards grants for language courses. V. Promotion of European co-operation in quality assurance The Norwegian Agency for Quality Assurance in Education, NOKUT, was established by the Storting in 2002 and commenced its activities on 1 January 2003. NOKUT is an independent government body, established with the aim of supervising and developing the quality of higher education in Norway through evaluation, accreditation and recognition of quality systems, institutions and course provisions. NOKUT have the following responsibilities: To assess the quality assurance system of the higher education institutions. To accredit private institutions as well as state owned institutions applying for a change of status To accredit academic courses when such accreditation is not within the authority of the individual institution. (All state owned colleges and universities in Norway have the right to establish bachelor programmes without applying to NOKUT or the Ministry. The universities can establish new programmes at all levels, while the state owned colleges who have the right to award the degree ph.d. can establish master programmes within the subject area of their ph.d. The private colleges still have to apply to the Agency, but a revision of the law has opened for accreditation of some of the bigger private institutions with similar freedom of establishment as the state owned colleges from Jan. 1.2003 onwards.) To monitor as well as review accreditations already given To recognise foreign education/diplomas (includes the Norwegian ENIC/NARIC, and the Lisbon Recognition Convention information unit.) VI. Promotion of the necessary European dimensions in higher education The development of joint degrees and co-operation between Norwegian higher education institutions and other European higher education institutions is encouraged. Norwegian higher education institutions are strongly encouraged to participate in European and other international education and research programmes, and Norwegian institutions are to an increasing extent participating in various networks of co- operation between institutions in various European countries. The Prague Communiqué I. Lifelong learning The Norwegian government applies various policy measures to stimulate the development, delivery and availability of education in order to realise lifelong learning as a possibility for the individual citizen. The development of flexible learning paths and information about possibilities The Norwegian Agency for Flexible Learning in Higher Education (SOFF) was established in 1990. SOFF’s main task is to promote the development of flexible learning 3 and distance education based on pedagogical use of ICT. SOFF administers an annual grant and is an advisory agency for the Ministry within its field of action. The Quality Reform in higher education introduces a new structure of the study programmes and a new modularity, which facilitate flexible delivery and promotes the introduction of ICT in education. The Norwegian University Network provides a nation-wide course database on continuing education for Lifelong learning (NU). NU was established
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